Exploration ofonlinediscussionv4

Exploration of Online Discussion Mary Loftus

What are we going to look at? MSc. in Software & Information Systems The Student Experience Effective Online Discussion The Research Experience Working with Facilitators to explore the Role of Feedback & Expectations The Feedback Tool Using the Literature to Develop a Model for Managing Discussion The Role of Facilitator The Role of Online Student The Learning Model

MSc. Software & Information Systems 2-year fully online Masters programme Co-created & co-delivered by IT department, NUI Galway and Regis University (USA) MODEL = short, accelerated, 8-week modules Continuous assessment: weekly assignments, discussion forum, final exam Structured & Intensive

MSc. Software & Information Systems New programme: launched in 2004-05 (now in its 3 rd year) Student recruitment and retention has been high Mix of experienced and new on-line facilitators Cross-cultural issues (Ireland & USA)

MSc. Software & Information Systems Core Modules MCT611 - Computer Architecture and Operating Systems MCT610 - Software Engineering MCT612 - Application Programming MCT613 - Database Architecture MCT614 - Database Concepts MCT615 - Database Administration MCT616 - Oracle 9iAS Portal Server MCT617 - Enterprise Portal Design & Development using XML Elective Modules MCT618 - Object Oriented Design MCT619 - Object Oriented Programming MCT621 - Artificial Intelligence MCT622 - Real-Time Systems MCT623 - Graphics Programming MCT620 - Distributed Systems

The Student Experience Very Powerful Learning Experience Highly Participatory Structured & Managed Student Centred Encourages Student-Student Interaction Role of the Internet

Effective Online Discussion When discussion was good it was very, very good! Forced students to absorb course content Facilitated sharing of experience Perspectives from different students forced reconsideration Encouraged students to test & explore course material => Much deeper learning than individual could expect working alone

When discussion wasn’t so good we only reached the first of these stages: Forced students to absorb course content Encouraged students to test & explore course material Facilitated sharing of experience Perspectives from different students forced reconsideration => Much deeper learning than individual could expect working alone But… it didn’t always work

What would ensure that discussion would work better? Feedback from the facilitator to each student? Solution : Design a web based interface to help facilitators evaluate student contributions

The Research Experience: Working with Facilitators to explore the Role of Feedback & Expectations

Research Project The research project examined feedback as a means to ensure quality discussion Concentrated on Facilitator  Student feedback Designed an online tool to facilitate this feedback process

Research Project Process Began with an Online Discussion and a reversal of roles Student became facilitator & Facilitators took the participant role

The Facilitator/Student Discussion The Discussion resulted in both sides appreciating the lot of the other! Researcher developed an appreciation for the student-centred learning model Facilitators reflected upon and evaluated their assumptions and approaches It also highlighted the potential for a mismatch in expectations between students and facilitators

Discussion – Student Expectations & Issues Expectations Expecting lectures Expecting facilitator to provide ‘the answers’ Unsure of norms & expectations Frustrations Focused on the facilitator – rather than peers Seeking reassurance & validation from the facilitator Engaging with content rather than with other students

Expectations These are adult learners – no lecturing Encourage students to engage with each other Support students to work together to find and evaluate knowledge Assessment – how to assess discussion Frustrations Students dumping long posts - not responding to others Lack of student-student interaction Facilitators’ feedback seemingly ignored Discussion – Facilitator Expectations & Issues

What did we learn? Clarify Expectations!

Built on MScSIS Discussion Rubric Consistency of Participation Content of Posts Responsiveness Multiplier: x .5 for 1 post x .8 for 2 posts x 1 for 3 posts * Rubric developed by MSc SIS Facilitator Team 2 5 3 _______ 10 x .8 (for two posts) Result: 8

To Develop The Feedback Tool Enabled Facilitator to Analyse WebCT posts & Immediately assign marks

Report generates ‘Discussion Score’ All marks are collated and an overall mark calculated

Will this Tool address the Issues? The feeling at the end of this project was that no, creating dynamic discussion involves more than a simple feedback mechanism. Such a tool will help clarify expectations and measure outcomes – but it is not enough to power the discussion dynamic Also the analysis of separate student posts will not capture the subtleties of a complete discussion

Developing a Model for Online Discussion From the Literature

A Discussion Model Feedback is important, but more is involved: Need to Build a Learning Community (Salmon, Palloff & Pratt, Garrison & Anderson) Clarify Values & Expectations (Brookfield & Preskill) The following must be clear & explicit Role of the Facilitator Role of the Online Student The Learning model (Garrison & Anderson) Teach students how discussion should work

Role of Facilitator Facilitate a collaborative learning environment: Invite students to Learn from each other Facilitate Social Interaction Align Discussion with Learning Objectives & Assessment Requirements Share & Discuss Assessment Rubric Clarify Background & Objectives for each Discussion

Role of Facilitator Model desired Discussion Approach – Open, Enquiring, Testing, Experimenting, Evaluating Provide Structure & Encouragement to fan the flames of Discussion Provide Feedback Acknowledge & Reward Collaborative Effort Summarise the Learning that Emerged from Discussion – and the Evaluate the Process – so Students will be able to Repeat it

Role of Online Student How to Explain Discussion to Students Apply ‘real life’ experience to topic Break down the topic Ask Questions Explore & Try Things out Listen to what other students say Build on each other’s Contributions Use a Team Approach Finally Evaluate the topic and your Learning

The Learning Model Student Centred Driven by Student Interaction Social Constructivism – knowledge is constructed collectively and developed as a result of a social interaction Ideas should be tried out and tested Explain This To Students!

Will this model work for you? Perhaps! But: Every course will have different priorities Every facilitator will have their own style Every set of students will present different dynamics

Resources to help Develop your Model for Discussion

Brookfield & Preskill Respect Assume good intent Invite students to discuss good discussion Invite Student  Facilitator feedback Critical Incident Questionnaire Promote Critical Thinking

Palloff & Pratt Build a Learning Community Promote a Collaborative approach to learning The Group vs. the Individual The process: Set the stage Model the process Guide the process Evaluate the process

Garrison & Anderson Build a Community of Inquiry Social Presence Cognitive Presence Teaching Presence

Salmon 5 Stage Model Guide Students through: Access & Motivation Online Socialisation Information Exchange Knowledge Construction Development

What would your model look like?

Summary Effective Online Discussion Expectations Discussion Assessment Model for Managing Online Discussion The Role of Facilitator The Role of Online Student The Learning Model

List of references Brookfield & Preskill, Stephen. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd Edition). San Francisco: Jossey-Bass. Palloff & Pratt. (2004). Collaborating Online: Learning Together in Community . San Francisco: Jossey-Bass . Garrison & Anderson. (2003) E-Learning in the 21st Century: A Framework for Research and Practice . RoutledgeFalmer Salmon, Gilly. (2003). E-Moderating: The Key to Teaching and Learning Online (2nd Edition). UK: Taylor & Francis

Links to Papers Black, Alison. (2005) The Use of Asynchronous Discussion: Creating a Text of Talk Herring M, (2002) Using Discussion Boards to Integrate Technology into the College Classroom Knowlton. Dave S., (2001) Promoting Durable Knowledge Construction through Online Discussion Rovai , AP (2002) Building Sense of Community at a Distance

Exploration ofonlinediscussionv4

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